District Primary Education Programme

 The centrally—sponsored scheme of District Primary Education Programme (DPEP) was

launched in 1994 as a major initiative to revitalize the primary education system and to
achieve the objective of universalisation of primary education.

 DPEP adopts a holistic approach to universalize access, retention and improve learning
achievement and to reduce disparities among social groups.
It also seeks to strengthen the capacity of national, state and district institutions and
organisation, for planning, management and professional support in the field of primary
education.
SSA
Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement
of Universalization of Elementary Education (UEE) in a time bound manner, as mandated by
86th amendment to the Constitution of India making free and compulsory Education to the
Children of 6-14 years age group, a Fundamental Right
RMSA

Every educational system devises in-service training for this purpose. In a step to realise this
need, the Govt. of India launched Rastriya Madhyamika Shiksha Abhiyan (RMSA) in the year
2009 to universalise the secondary education in the country and in the meantime to
mainstream the in-service teacher education program across the country. Under the
scheme of RMSA, the professional in-service teacher training were planned and the
enrichment training provided to teachers over a period of time to build their competencies
in all aspects of content and pedagogy. Under RMSATeachers can develop their professional
skills through personal reflection i.e. introspection, interactions with colleagues and
mentoring with experts which could have a positive impact on teacher’s pedagogical skills
and content knowledge
It has various parameters like:
Teacher performance
it means that how does a teacher perform his professional duties in a formal setup of
school.
teacher performance refers to observable behaviours which includes both verbal and non-
verbal behaviours. It means the performance is a teaching behaviour of the teacher, which
sometimes appear as result or in the form of students’ achievement. But the students’
achievement is not considered as sum total of the performance of a teacher, it may be
considered just as an aspect of teachers’ performance
Classroom Management
Classroom management is a skill that consists of a number of factors necessary for creating
a favourable atmosphere for effective teaching and learning aking care of the seating
arrangement, developing favourable climate for learning, class cleanliness, time
management, discipline etc., are different dimensions of this skill which are the basic need
of teacher. A teacher can never perform better without applying such managerial skills.

Teaching Methodology and Use of Audio-visual aids

teacher’s performance in lesson planning, set induction, testing the previous knowledge,
introduction of lesson, use of blackboard, question–answer techniques, use of simple
language, caring the learners listening, reading and writing skills, explanation of difficult
concepts, use of challenging questions, recapitulation after teaching, assigning the home
work, regular evaluation of the students’ work, keeping the student’s record separately,
method of teaching etc, are different angles of teaching methodology, who takes care of
these indicators, is considered a successful teache
Evaluation Technique
Evaluation as defined by Gay (1985) may be explained as a systematic process of collection
and analysis of data to make decision in the light of predetermined objectives. The
evaluation process includes both measurement and non-measurement techniques for
describing changes in pupils’ performance as well as judgment concerning the desired ability
of the change.

The review of literature showed that classroom management, teaching methodology, use of
audio visual aids and evaluation technique are some of the important indicators for
predicting teachers’ performance in classroom. Such indicators have been largely
emphasized in the inservice teacher training program provided by RMSA since 2009. The
schedule and content of training programme reflects a sound equilibrium between the
theory and practice. The theoretical part pertains to technique of classroom management,
challenges of classroom management, teaching methodology with reference to Information
communication Technology (ICT), critical pedagogy,ec and pratcal is about class
performance, lesso plans being exdcuted and so on.